Contradictory evidence has been reported on the effects of discovery learning approach and the role of instructional explanations. By manipulating the presence of instruction (verbal explanation) and transparency of problem structures, we investigated how effects of instructional explanations differed depending on the transparency of problem structure. We developed an auxiliary representational task that made certain aspects of the problem structure more transparent. Instruction proved irrelevant to those aspects of the problem made transparent by the representation but facilitated learning of those aspects that were left obscure. We suggest that the critical role of instruction is not specifying the steps in solving a problem, but rather making salient the features that are critical to student’s ability to infer the steps from examples.
|Title of host publication||Expanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011|
|Editors||Laura Carlson, Christoph Hoelscher, Thomas F. Shipley|
|Publisher||The Cognitive Science Society|
|Number of pages||6|
|Publication status||Published - 2011|
|Event||33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011 - Boston, United States|
Duration: 2011 Jul 20 → 2011 Jul 23
|Name||Expanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011|
|Conference||33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011|
|Period||11/7/20 → 11/7/23|
Bibliographical noteFunding Information:
The research was supported by IES grant R305A100109.
© CogSci 2011.
All Science Journal Classification (ASJC) codes
- Artificial Intelligence
- Computer Science Applications
- Human-Computer Interaction
- Cognitive Neuroscience